MIDDLE PHASE OF SCHOOLING
CURRICULUM OVERVIEW
The Cathedral College’s curriculum is informed by the Diocesan Catholic
Education Office Learning Framework which states:
Based on our shared values and beliefs, all learners in Catholic
schools will have opportunities to be and to become reflective and
self-directed learners as we journey with Christ in our everchanging world.
In Queensland, the Queensland Studies Authority (QSA) has developed The
Queensland Curriculum, Assessment and Reporting Framework (QCAR)
which outlines essential learnings for students in Year 1-9 in 8 Key Learning
Areas (KLAs), namely: English, Mathematics, Science, Study of Society and
the Environment (SOSE), Languages other than English (LOTE - Japanese),
Arts Education, Technology Education, and Health & Physical Education.
These essential learnings are used by the College to develop the curriculum in
Years 8 and 9. A further Key Learning Area is also studied – Religious
Education – and the syllabus developed by the Diocesan Catholic Education
Office is followed. Religious Education is a mandatory subject for all year
levels.
In 2005, the TCC Middle Phase of Schooling Project was introduced, based on
the Middle Phase of Schooling philosophy and principles. The project is
managed by a Middle Phase of Schooling Co-ordinator, supported by seven
core teachers who each teach their own special group of year 8 students in three
subject areas. Each group of students has its own homeroom where teachers
come to the students for lessons unless the students are scheduled for a class in
a specialist area such as computer skills or food production. Year 9 students
are also supported by core teachers.
The Dimensions of Learning Program, which targets the development of
effective knowledge acquisition and higher order thinking skills, is the major
pedagogical framework used throughout the College to attain intellectual
rigour. The Program develops the five Dimensions of Learning: Attitudes and
Perceptions, Acquisition and Integration of Declarative and Procedural
Knowledge, Extending and Refining Knowledge, Meaningful Use of
Knowledge and Productive Habits of the Mind.
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